Quick Overview
Bloom's taxonomy is considered a classification of learning
principles that has been proven effective as a way to analyze learner capability (Lee & Martin, 2017). Shown here, the learner begins at the bottom of the pyramid with a foundational level of knowledge. They have the opportunity to increase their own understanding with proper application and practice until they can evaluate their own knowledge. Eventually, the learner should be able to create an even better format of this knowledge for future instructional purposes.
Why is Bloom's Taxonomy Important?
It has been proven that online learner interest and participation increases when this classification is applied to adult instructional activities (Chyung & Stepich, 2003). Verbs within Bloom's taxonomy can easily be used to create learning objectives at each level of understanding and can be integrated into learner instruction to develop concept mastery. Using Bloom's taxonomy for online instruction ensures congruence and consistency. Most importantly, adult learners become driven when their abilities are challenged and developed.
How To Create Learning Objectives
The following methods support how to create better learning objectives using Bloom's taxonomy;
First, select verbs which support the level of taxonomy you wish to implement. Verbs should be specific to level so that the instructor can monitor learner progress based on achievement of objectives. Below are some examples based on various levels...
Remember: Memorize, Identify, Select, Match, Search
Understand: Compare, Contrast, Comment, Interpret, Infer
Apply: Examine, Prepare, Integrate, Determine, Judge
Analyze: Categorize, Organize, Deduce, Estimate, Explain
Evaluate: Criticize, Debate, Predict, Experiment, Measure
Create: Manage, Solve, Facilitate, Negotiate, Lead
Next, write learning objectives using only one or two of these verbs and include an exact task that learners need to accomplish. In the case of training customer service staff, for example: Employees will be able to predict when customers need to be provided with additional insurance information regarding valuable property.
Then, work towards building higher-level thinking questions for online discussion using the stated learning objectives, such as: Given the current example, what can be predicted of the customer service representative when faced with this particular client?
Lastly, develop activities that allow learners to truly synthesize content and evaluate information so that knowledge can later be transferred to more meaningful situations. This process will allow learners to think of useful problem-solving strategies.
Overall, Bloom's taxonomy is definitely necessary when planning online instruction because this classification will ensure a solid foundation for instructional planning. Adult learners need to be able to know what they are learning, why they are learning it, and how they will reach the intended learning targets.
References
Chyung, S.-Y., & Stepich, D. (2003). Applying the “Congruence” Principle of Bloom’s Taxonomy to Designing Online Instruction. Quarterly Review of Distance Education, 4(3), 317–330.
Lee, J., & Martin, L. (2017). Investigating Students’ Perceptions of Motivating Factors of Online Class Discussions. International Review of Research in Open and Distributed Learning, 18(5), 148–172.
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